CHAPTER III
RESEARCH METHODOLOGY
A. Qualitative Research
Method used in carrying out this research was descriptive method.
Descriptive method can be defined as a method that is intentionally done to
collect information about a phenomenon as in the real condition (Arikunto,
2010:262). According to Sugiyono (2013:8), descriptive research is usually
called as qualitative research using qualitative method collecting the
information toward data naturally. This qualitative research is mainly about
collecting and examining verbal data; it is known to be essential in helping
practicing teachers to gain “a deeper knowledge […] of learning and teaching
language” (Heigham & Crocker, 2009, cited in Mahdi & Saadany, 2013:17).
Descriptive method is not intentionally done to examine a hypothesis, but
only to describe an authentic condition (Moloeng, 2005:3).
This research was done as descriptive study. Indeed, by interviewing
teachers and observing a current language classroom it was possible to find
out and describe the teachers‟ perceptions of oral corrective feedback and
their actual practice in EFL classroom.
B. Place and Time of Research 1. The Place of Research
The investigation was conducted at 3 state of junior high school in
SMP N 1 Sokaraja
SMP N 3 Sokaraja
SMP N 3 Banyumas
2. The Time of Research
Based on the schedule, this research was conducted on March
2015. Table 2.1 shows the schedule of this research as follows:
Table 3.1
Schedule of research
C. Research Participations 1. Population
Population is a set or correlation elements that was observed
(Arikunto, 2010: 107). Sugiyono (2013:80) adds population is
generalization range consisting of object/subject having quality and
certain characteristic which is chosen by researcher to be learnt and drawn
conclusion. Based on the data from Dinas Pendidikan Banyumas
Activities February March April Mei
1 2 3 4 1 2 3 4 1 2 3 4 1 2
Making proposal
Making
instruments
Doing
observation
and interview
Analyzing data
(Banyumas Education Department), there are 71 state junior high schools
of 160 junior high schools in Banyumas. Furthermore, the data showed
that researcher took English teachers of all state junior schools in
Banyumas as a population.
2. Sampling Technique
In qualitative research, sampling is determined based on the
purpose, that is, to find out the information as a basic of term and theory
(Moloeng, 2002:165). Thus, this research used purposive sampling
technique. Purposive sampling is a technique which takes sample by
determining such consideration. The consideration of choosing the sample
was based on the school. The school which implements curriculum 2006
(KTSP). This is as a result of consideration toward the number of the
population (Arikunto, 2010:85). In a fact, English teachers of those
Schools were certified as a teacher if they had graduated in teacher‟s
requirements such certain tests. The consideration incured the research to
take English teachers who had been certified in those schools as the
sample.
3. Sample
Actually, sample is a part of numbers and characteristics of certain
population chosen by researcher (Sugiyono, 2013:81). Amount of
population of English teachers who have been certified were too
excessive so that the researcher decided to minimize the number of
English teachers from 3 representatives of junior high schools which
implements curriculum 206 in Banyumas regency as subjects of this
study.
D. Data Collection
Collecting data is a way used to collect, accumulate, get, or find the
data of research (Suwartono, 2014:41). Additionally, there are two influential
points in the result of research as quality of instrument research and quality of
data collection (Sugiyono, 2013:222).
In collecting data, the researcher chose 2 techniques in doing
systematic steps of research. These techniques were purposed to investigate
different aspect as follows:
1. Interview
Interview is one of techniques to collect data of research by
conducting direct communication (conversation/dialogue) with the
subjects. This communication happens between interviewer and
interviewee. Furthermore, the interviewer is a person who delivers the
question and interviewee is a subject who responds the interviewer‟s
question (Moleong, 2005:186).
In this interview, the researcher used semi-structured interview
considering interview guide as instrument. This type requires the
researcher to design or arrange guideline from the topic (Moleong,
2005:87). This guideline acts as a main focus of interview. Thus,
The semi-structured interview guide was prepared for investigating
teachers‟ perceptions on roles, strategies and timing of oral corrective
feedback. This interview used open-ended questions which are to give
free thought, suggestions, recall information learnt, or detailed answers
from the respondents (Leo, 2002:72). The researcher covered the data by
recording the interview processes. There were 8 basic questions and
around 10-15 minutes in interview stage for each respondent.
There is interview guide which explains the topics or indicators of
questions and the number of questions in the table 3.2 as follows:
Table 3.2
1 Teachers‟ perception on roles of
oral corrective feedback
3 1,2,3
2 Teachers‟ perception on
strategies of oral corrective
2. Observation
The next technique used in collecting data is observation technique.
The researcher chose this technique and considered some reasons to
guarantee the validity of data (Moloeng, 2005:174). These reasons
requires observer to: 1) ask permittion to investigate the case in real
condition, 2) see and observe the actual teaching and learning process,
and 3) record the data happening based on real situation.
This observation began after interview technique had been
conducted. Researcher, especially, used non-participant observation
which it did not involve the researcher as an active participant, but only
as an observer. According to Sugiyono (2013:145), Observation
technique uses to collect data as human life, process of event, nature case
and to investigate only a few participants.
There was a basic instrument (observation sheet) to collect data in
class observation. There were 5 topics/indicators in observation sheet
included 17 sub-topics of oral corrective feedback. The observation sheet
depended on observation guide (Table 3.3) as follows:
Table 3.3
Observation Guide
No Topics / Indicators
Observation sheet
Number of Item Item Number
1 Types of error in actual teaching
practice
2 Strategies of oral corrective
feedback in actual teaching and
learning process
2 4,5
3 Types of oral corrective
feedback in actual teaching and
learning process
7 6,7,8,9,10,11
,12
4 Timings of corrective feedback
in actual teaching practice
2 13,14
5 Providers of corrective feedback
in actual practice
3 15,16,17
Total 17
The observation stage was executed in all respondents‟ teaching
practices. Those needed 2 x 40 minutes for each respondent.
E. Data Analysis
Interview and observation sheet (tally) delivered qualitative and
quantitative data as it needs qualitative and quantitative data analysis.
Basically, the qualitative data collected by interview instrument which was
analyzed teachers‟ perceptions of topic.
There were several ways in analyzing qualitative data. By using
Miles and Huberman model the researcher did data reduction, data display
a. Data reduction
Data reduction aimed to reduce original data by choosing the
important point, focusing on particular part of topic so that the result
can give the researcher clear description, and facilitating researcher to
continue the next step (Sugiyono, 2013:247).
Actually, there are lots of unimportant data from interview
stage. Data reduction assisted the researcher to centralize their critical
thinking in reducing data. Hence, the researcher could display the
clear data depending on the topic in observation guide (Sugiyono,
2013:249).
b. Data display
This stage was done after data reduction. Furthermore, it
showed the clear data in several categories. Thus, data display can be
called as stage which provides qualitative data in short explanation,
chart, flowchart, and many other kinds (Sugiyono, 2013:249). By
displaying the data after data reduction, it was easy to be understood
and continued to the next stage.
c. Conclusion Drawing/verification
After data display, the last stage in analyzing data from Miles
and Huberman model is conclusion drawing/verification. According to
Sugiyono (2013:252), the collected data is categorized, found pattern,
conclusions analyzed from each respondent‟s interview. It supported
the basic conclusion of the research.
Then, in analyzing observation sheet (tally), percentage and likert
scale (Skala Likert) are used for analyzing accurately quantitative as
follows:
1. Percentage
According to Ardiansyah (2014:42-43), after quantitative data
will be collected, the researcher used the following steps:
1. Calculating the number of frequency placed in each statement
2. Calculating the total score of each indicator
3. Calculating the percentage of each statement by considering total
score of each indicator
P = F/N x 100%
Where
P : Percentage of each statement
F : The score of each indicator
N : The total score
2. Likert Scale
Likert scale is used for analyzing attitude, opinion, and
perception of someone or group toward event or social indication
(Riduan & Kuncoro, 2008:20). It was used after percentage of
According to Riduan and Kuncoro (2008:20), this technique is
appropriate for analyzing observation sheet which has several
indicators and measuring frequency of each statement. Those scales
are shown in Table 3.4 as follows:
Table 3.4
Likert-scale
Percentage Likert scale
81 % - 100 % Very High
61 % - 80 % High
41 % - 60 % Medium
21 % - 40 % Low
0 % - 20 % Very low
